Social and Emotional Learning Research Alliance

Overview

Research suggests a positive association between students’ social and emotional skills—such as self-awareness and responsible decision making—and their academic and career outcomes. Reflecting these findings, the Every Student Succeeds Act (ESSA) allows states and districts to use federal funds on evidenced-based programs that promote students’ social and emotional learning (SEL). Yet information about evidence-based SEL interventions and reliable measures are not easily accessible to practitioners. In response, the Social and Emotional Learning Research Alliance supports state and district leaders as they seek to identify and synthesize emerging evidence about SEL measures and interventions to inform their own policies and practices. Alliance members’ priority research topics include measurement, supports for SEL in and out of school (family and community engagement), instructional strategies, and professional learning.

Goals

Support schools and districts in identifying and vetting evidence-based assessments for use with SEL programs and nonacademic data collection covered under ESSA.

Increase the capacity of school and district decision makers to identify evidence-based SEL interventions.

Facilitate knowledge sharing between school leaders and community-based organizations focused on advancing SEL among youth.

Projects

Research Project: Measuring Social and Emotional Learning Skills among Secondary Students: A Review of Instruments

This systematic review is identifying instruments that have been used to measure three SEL skills: self-regulated learning, collaboration, and perseverance. The review will include whether or not evidence is available on the reliability and validity of each instrument and, if so, what type of evidence is provided. The final report will also indicate whether each instrument was administered in a school setting; whether the instrument was administered specifically in a secondary school setting; and whether the instrument was used for formative, summative, or research purposes. The main partner for this project, the Champlain Valley School District (CVSD) in Vermont, is specifically interested in identifying rigorous measures of SEL skills and understanding how those measures have been used, to inform the district’s approach to new competency-based graduation requirements. States and districts nationwide will be able to use the report to identify and vet assessments for use with SEL programs and data collection covered under ESSA. Learn more.

Coaching Project: Building Massachusetts School District Leaders’ Capacity to Use SEL Frameworks and Identify Evidence-based Interventions

This project is building the capacity of Massachusetts school district leaders, and Social and Emotional Learning Research Alliance members, to understand and use the information in systemic reviews on the effectiveness of SEL interventions. Participants will learn how to review available SEL research literature, assess their local SEL needs, and combine the research with their local needs to select appropriate SEL programs for their districts and schools. Participants also will learn how to monitor the progress of implemented SEL programs and communicate with students, staff, parents, and the community about SEL outcomes and interventions.

Members

Name

Title

Organization

State/Territory

Paul Andrews

Director of Professional Development and Government Services

Massachusetts Association of School Superintendents

Massachusetts

Mary Bellavance

Instructional Coach

Biddeford School Department

Maine

Jeff Evans

Director of Learning and Innovations

Chittenden South Supervisory Union

Vermont

Marie Glowski

Assistant Executive Director and Director of the Executive Coaching Program